Modified by Andrea Deanne Rodgers (SUNY Stony Brook)from original documents by Steve Reynolds (ASU) ,
Stony Brook University
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: May 16, 2008
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This is an extra credit assignment for students to learn details about the geology of their hometown.
This is used in an introductory physical geology lab course
. There are about 3/4 non-majors and 1/4 majors.
Skills and concepts that students must have mastered
Students must understand how to read geologic maps and construct a geologic history from them. This involves knowledge of structural geology and petrology.
How the activity is situated in the course
This is an extra credit assignment that students can choose to do. It is due at the end of the course, after the associated topics have been covered in depth.
Content/concepts goals for this activity
The goal for the students is to apply what they learn about geologic maps to specific areas of interest. They are expected to explain the geologic history of the area and what is exposed at the surface and at depth.
Higher order thinking skills goals for this activity
Students must demonstrate critical evaluation of the maps to determine what features are seen. They must also possess understanding about several geologic environments, as their hometown map may have features other than what was discussed in class.
Other skills goals for this activity
As a written report is required for this activity, students must condense what they learn into a coherent report. Also, students must find their maps in the library.
Description of the activity/assignment
Students are introduced to concepts in the course that give them the skills to understand geologic maps. These include structural geology, weathering processes, the geologic time scale, types of rocks and minerals, glacial geology, etc. They also look at several quadrangle maps as lab activities, including the Williamsville Quadrangle from Virginia and the Bright Angel Quadrangle from the Grand Canyon. This independent exercise allows students to further investigate their hometown or other areas of interest, and report on the geologic history. This further prepares them for more advanced courses and also gives them an appreciation of their surroundings, a key part of a geologist's training.
Determining whether students have met the goals
This is done based on grading of the submitted assignments.
More information about assessment tools and techniques.
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